Interactivity, Process, and Algorithm

Interdisciplinary Models and Tools for Serious Games ◽

10.4018/978-1-61520-719-0.ch014 ◽

2010 ◽

pp. 333-346 ◽

Cited By ~ 1

Author(s):

Chris Crawford

Keyword(s):

Serious Games ◽

Abstract Concept ◽

Process Oriented ◽

Way Of Thinking

The most serious impediment to the progress of serious games is the difficulty of grasping the abstract concept of interactivity. Our brains are prejudiced in favor of thinking in terms of objects rather than processes. A firm grasp of interactivity requires a process-oriented way of thinking that does not come easily.

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PROCESS-ORIENTED MODELING AND SIMULATION FOR SERIOUS GAMES

10.17771/pucrio.acad.28915 ◽

2011 ◽

Author(s):

MARCELO GOMES METELLO

Keyword(s):

Modeling And Simulation ◽

Serious Games ◽

Process Oriented

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PEMBELAJARAN MATEMATIKA USIA SD/MI MENURUT TEORI BELAJAR PIAGET

Cendekia Jurnal Kependidikan dan Kemasyarakatan ◽

10.21154/cendekia.v10i2.417 ◽

2012 ◽

Vol 10 (2) ◽

pp. 291

Author(s):

Kurnia Hidayati

Keyword(s):

Elementary Students ◽

Deductive Reasoning ◽

Abstract Concept ◽

Young Learners ◽

Learning Mathematics ◽

Stages Of Learning ◽

Way Of Thinking ◽

Learning Development

Abstract: Mathematics is a science related to the abstract views/concepts arranged hierarchically with the use of deductive reasoning. This is contrary to the nature of young learners’ learning development in which they are still at the stage of concrete thinking. In accord to these, it seems quite hard for elementary students to learn mathematics that considered as abstract in nature as they have concrete way of thinking. Hence, Piaget endeavored to bridge the two conflicting phenomena by providing the four stages of learning mathematics, such as the stage of concrete, semi-concrete, semi-abstract and abstract. By using these four stages, it is expected that all educators can facilitate the students in learning mathematics optimally, in so doing, the abstract concept of mathematics can be easily understood by learners at SD / MI whose way of thinking is still concrete.

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Self-Prioritization Beyond Perception

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000307 ◽

2015 ◽

Vol 62 (6) ◽

pp. 415-425 ◽

Cited By ~ 21

Author(s):

Sarah Schäfer ◽

Dirk Wentura ◽

Christian Frings

Keyword(s):

The Self ◽

Stimulus Category ◽

Abstract Concept ◽

Conceptual Level ◽

New Paradigm ◽

Stimulus Features ◽

Relevant Word ◽

Word Shape

Abstract. Recently, Sui, He, and Humphreys (2012) introduced a new paradigm to measure perceptual self-prioritization processes. It seems that arbitrarily tagging shapes to self-relevant words (I, my, me, and so on) leads to speeded verification times when matching self-relevant word shape pairings (e.g., me – triangle) as compared to non-self-relevant word shape pairings (e.g., stranger – circle). In order to analyze the level at which self-prioritization takes place we analyzed whether the self-prioritization effect is due to a tagging of the self-relevant label and the particular associated shape or due to a tagging of the self with an abstract concept. In two experiments participants showed standard self-prioritization effects with varying stimulus features or different exemplars of a particular stimulus-category suggesting that self-prioritization also works at a conceptual level.

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Formative Research for STEM Educational Games

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000134 ◽

2013 ◽

Vol 221 (2) ◽

pp. 90-97 ◽

Cited By ~ 10

Author(s):

John L. Sherry

Keyword(s):

Video Game ◽

Serious Games ◽

Educational Games ◽

Sesame Street ◽

Children's Television ◽

Educational Video ◽

Educational Media ◽

Television Shows ◽

Educational Video Game ◽

Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

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